SEPT-OCTOBER, 2014. VOL-II/XIV www.srjis.com Page 2138 VOCATIONAL MATURITY OF SENIOR SECONDARY SCHOOL STUDENTS IN
RELATION TO THEIR FAMILY ENVIRONMENT
Rohit Bhandari, Ph.D. Assistant Professor, Dev Samaj College of Education, Sector 36B, Chandigarh.
Ms. Tenzin Lingzay, Alumnus, M.Ed., Dev Samaj College of Education, Sector 36-B, Chandigarh
This study examines the vocational maturity of senior secondary school students in relation to their family environment. The sample of the study comprised of 100 eleventh class students (50 boys and 50 girls) studying in government and private school of Chandigarh. Descriptive survey method was employed to collect the data. The major findings of the study revealed significant difference in vocational maturity of female students studying in government and private schools. Further, it indicated that vocational maturity level of students with high family environment was significantly higher than the students with low family environment.
Keywords: Vocational Maturity, Family Environment
INTRODUCTION
In 21st century, we seem to merge towards a new phase in the development of education system in a new perspective, where content and process of education will be direction to help the individual to discover, develop and train one’s talent and abilities leading to personal and nation’s development and prosperity. Since, no two individuals are alike. There are lots of differences in their behaviour, aptitude, intelligence, personality, and interests as well as in maturity. Maturity of individuals can be different types as physical maturity, cognitive maturity, emotional maturity, relationship maturity and vocational maturity etc
Scholarly Research Journal'sis licensed Based on a work atwww.srjis.com 4.194, 2013 SJIF© SRJIS 2014
SEPT-OCTOBER, 2014. VOL-II/XIV www.srjis.com Page 2139 Vocational maturity is the ability to make appropriate occupational choice that fit the subject’s abilities, occupational interests and occupational preference. Because of this maturity long term vocational adjustment is consider. So the vocational maturity is relation with different environment. Among the entire environment, family environment is the first environment to influence the vocational maturity of students. According to Crites (1976) vocational maturity is central to development approaches to understanding career behaviour and involves an assessment of an individual’s level of progress in relation to his or her career relevant development task.
Family environment is a combination of two words- Family and Environment. Family is a miniature form of society. It is a social institution through which our social heritage is transmitted. Much of what we used to call heredity is actually the influence of the family in interpreting people, customs, attitude and associating them individual and group reactions, ways of thinking ways of doing, ways of acting. So, family climate stands for all those circumstances which are asserting their influence on the child since conception to death. Bhardwaj (2001) considers family as the first unit with which the child has continuous contact and it is also the most powerful medium through which value systems develop.
Dimensions of Family Environment
The family environment has following three dimensions and sub parts: 1. Relationship dimension:
Cohesion: - Degree of commitment, help, and support family members provide for one another.
Expressiveness: - Extent to which family member are encourage to act openly and express their feeling and thoughts directly.
Conflict: - Amount of openly expressed aggression and conflict among family members.
Acceptance and caring: - Extent to which the member are unconditionally accepted and degree to which caring is expressed in family.
2. Personal Growth Dimensions:
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Active Recreational orientation: - Extent of participation in social and recreational activities.
3. System maintenance dimensions:
Organization: - Degree of importance of clear organization structure in planning family activities and responsibilities.
Control: - Degree of limit sets within a family. OBJECTIVES
The objectives of the study were:-
1. To study and compare the vocational maturity of senior secondary school students studying in government and private schools.
2. To study and compare the family environment of senior secondary school students in government and private schools.
3. To study and compare the vocational maturity of senior secondary school students with regard to gender.
4. To study and compare the family environment of senior secondary school students with regard to gender.
5. To study the vocational maturity of senior secondary school students in relation to their family environment.
HYPOTHESES
The hypotheses of study were:-
1) There will be no significant difference in the vocational maturity of senior secondary school students studying in government and private schools.
2) There will be no significant difference in the family environment of senior secondary school students in government and private schools.
3) There will be no significant difference in the vocational maturity of senior secondary school with regard to their gender.
4) There will be no significant difference in the family environment of senior secondary school students with regard to their gender.
SEPT-OCTOBER, 2014. VOL-II/XIV www.srjis.com Page 2141 DESIGN OF THE STUDY
In the present study, descriptive survey method was employed to collect the data. Vocational maturity was dependent variable and family environment was independent variable. SAMPLE OF THE STUDY
Stratified random sampling technique was employed. The sample was comprised of 100 students of class 11 of two senior secondary schools of Chandigarh. Out of these, 50 students were selected randomly from each government and private schools. Further 25 male and 25 female students were taken from each type of school i.e. Government and Private.
TOOLS EMPLOYED
1.
Vocational Maturity Scale by Dr. Manju Mehta (1987)2.
Family Environment Scale (FES) by Dr. Harpreet Bhatia and Dr. N. K. Chadha (1993) STATISTICAL TECHNIQUEThe obtained data was analyzed by employing t-test RESULTS AND DISCUSSION
Table 1: Group statistics with regard to vocational maturity and family environment of senior secondary students studying in government and private schools.
Variable M1 M2 SD1 SD2 t value Level of significant
Vocational maturity 11.080 11.620 2.988 3.762 .795 Not significant
Family environment
160.880 158.680 25.868 22.272 .456 Not significant
i)Relationship
ii) Personal growth 58.680 58.620 9.065 7.917 .035 Not significant
iii)System maintenance 23.320 22.080 3.883 4.355 1.503 Not significant
Total family environment 242.88 239.380 34.821 30.165 .537 Not significant
[image:4.612.69.513.408.560.2]SEPT-OCTOBER, 2014. VOL-II/XIV www.srjis.com Page 2142 development in educational facilities and advancement in technology. Also, nowadays equal opportunities are given to all the students in government and private school.
Family environment of government and private senior secondary school students is statistically non-significant because the obtained t-values were found to be lower than the table value. t-values in respect of relationship (.456), personal growth (.035), and system maintenance (1.503) and total family environment (0.537). This indicates that there is no significant difference between family environment of government and private senior secondary students. It further indicated that family environment of government and private senior secondary school is almost equal. Hence hypothesis 1 and 2 are accepted
Table 2:Group statistics with regard to vocational maturity and family environment of senior secondary male and female students.
Variable M1 M2 SD1 SD2 t value Level of significance
Vocational maturity 10.140 12.560 2.733 3.575 3.802 Significant at 0.01 level
Family environment
155.380 164.1800 18.197 28.232 1.853 Not significant
1)Relationship
ii) Personal growth 55.920 61.380 6.514 9.339 3.391 significant at 0.01 level
iii) System maintenance 20.920 24.480 3.821 3.710 4.726 Significant at 0.01 level
iv) Total family environment 230.220 250.040 24.738 36.807 2.841 Significant at 0.01 level
Table 2 shows that mean differential with regard to vocational Maturity and family environment of senior secondary school male and female students is statistically significant. Vocational maturity is significant at .01evel (t=3.80). This indicates that the senior secondary school female students (M2=12.56) have more vocational maturity as compared to senior secondary male students (10.14). This result of the present study could be supported by Luzzo (1995) who also found that female in several age group have higher score on vocational maturity measures than males.
[image:5.612.65.540.298.494.2]SEPT-OCTOBER, 2014. VOL-II/XIV www.srjis.com Page 2143 significant. This indicates that female senior secondary school students ( M2 w.r.t. relation, personal growth, system maintenance as well as total family environment were 164.18, 61.38, 24.48 and 250.04) have scored higher in family environment as compared to male senior secondary school students (M1= relationship , personal growth, system maintenance as well as total family environment were 155.38, 55.92 20.92, and 230.22). It further indicates that female students’ exhibits better family environment as compared to their counterparts. The present results could be due to the fact that female are more attached to their family members then the male students. And also male students are diverting in their character. Hence, hypothesis 3 and 4 are rejected.
Table 3: Group statistics for vocational maturity of senior secondary schools students in relation to their family environment
Dependent variable
Sub independent variable
M1 M2 SD1 SD2 t
value
Level of
significant
Vocational maturity
i)Relationship 13.333 10.185 3.497 2.703 3.700 Significant at
0.01 level
ii) Personal growth 13.333 10.963 3.305 3.322 2.628 Significant at
0.05 level
iii) System
maintenance
13.666 9.185 3.198 2.337 5.878 Significant at
0.01 level
iv) Total family
environment
13.259 9.925 3.459 2.786 3.899 Significant at
0.01 level
[image:6.612.73.545.298.497.2]SEPT-OCTOBER, 2014. VOL-II/XIV www.srjis.com Page 2144 congenial and how much their family is supportive. This result was supported by Anshu Narad (2007) who also found significant difference in effect of family environment in vocational maturity of senior secondary students. It further stated that students are innovative in taking decision and parents should provide congenial environment. Hence, hypotheses 5 is rejected EDUCATIONAL IMPLICATIONS
The study revealed that there is a difference in the level of vocational maturity of student with regard to their family environment. So it is very importance for teachers to know about family environment of students for effective education and for healthy vocational maturity of the students.It is supported by Luzzo (1995) who has found that female in several age group have higher score on vocational maturity measures than males. Anshu Narad (2007) also supported this result. This study suggests that parents and teachers should broaden the mental horizon of the children so that they feel more recognized and accepted in their world and more and more co-curricular activities like debates, declamations should be organized to enhance the vocational maturity of the students.
REFERENCES
Anshu, N. (2007). A study of personal values of senior secondary school students in relation to school environment and home environment. Unpublished M.Ed Dissertation, Panjab University, Chandigarh.
Bhardwaj, T.R. (2001). Education of Human values. New Delhi: A Mittal publications Ltd. Bhatia, H. and Chadha, N. K. (1993). Family Environment Scale. Lucknow: Ankur
Psychological Agency
Crites, J.O. (1976). A model for measurement of vocational maturity, journal of counselling psychology, 8 pp. 225-59.
Hasan, B. (2006). Career Maturity of Indian Adolescents as a Function of Self Concept, Vocational Aspiration and Gender. Journal of the Indian Academy of Applied Psychology,, 32 (2),
SEPT-OCTOBER, 2014. VOL-II/XIV www.srjis.com Page 2145 Johnson and Medinas (1969). Manual of home environment inventory by Karuna Shankar Misra
Lucknow: Ankur psychological Agency.
Johnson, and Asha (1993). Effects of gender and urban rural rearing on vocational maturity. Indian education abstract, 3:46
Kakkar, A. (1999). Parental acceptance and rejection as related to the problem of adolescents: Indian Education Abstract: NCERT, 1(1):2001.
Kaur, D. (1990). Educational and vocational aspiration of the students belonging to different socio economic locales of jammu division. Buch’s fifth survey in Education, 2:15-17 Luzzo,D.A (1995). Gender differences in college students’ career maturity and perceived barriers
